Project Name : HIGH FIVE-Çak Bir Beşlik Target Group : Students With Special Needs ( 12-15 Ages ) Project Duration : 2 Years Number of Partners : 6 Project Coordinator : Büyükçekmece Rehberlik ve Araştırma Merkezi(Guidance and Research Centre) PROJECT CONTENT; There are five different schools in our project under the coordination of Büyükçekmece Guidance and Research Center (GRC). Students with special needs who are included in inclusive / integrated settings are also trained in all of these schools. These students are the first target group in the project. There are technical and relational problems encountered in inclusive practices (teaching plans, peer relationships, parent relationships / effects ...). One of the primary goals of inclusive practices is to ensure social cohesion, and efforts focusing on academic support are not sufficient to meet psycho-social developmental needs. In order for inclusive education to achieve its purpose, other students and teachers should also have knowledge and awareness of the process. For this purpose, five partners at Büyükçekmece Guidance and Research Center will prepare training programs in the following subjects. Pre-Final Evaluation Forms, a Parent Consent Form, a Project Introduction-Information Presentation will be prepared by Büyükçekmece GRC. Each partner country will carry out its educational training (adult education) at its own LTT. Afterwards, this training will be applied to the mainstreaming students. PARTNERS ; * Büyükçekmece Gudiance and Research Centre Turkey Coordinator * Akçansa Fatih Sultan Mehmet Ortaokulu Turkey Coding Education * Centrul Scolar pentru Educatie Incluziva Targu Jiu Romania Dance Education * Istituto Comprensivo Carducci Paolillo Italy Ceramics/Crafts Education * Agrupamento de Escolas de Oliveira de Frades Portugal Music Education * IES Gregorio Prieto Spain Theatre Education PROJECT ACTIVITIES A) TPM Activities 1) 12-2020 1. TPM 2 ) 10-2021 2.TPM 3 ) 11-2022 3.TPM Summaries of the TPM activities are as follows: The first one is to distribute tasks and responsibilities to each member and scheduling the dates. The second one is for evaluating the progress of the project, reviewing the measures to be taken, and feedback. The last TPM will include evaluation and reporting of the results of the project. B) LTT Activities 1) Short term joint staff training activities 03-2021 1. LTT_Romania 2) Short term joint staff training activities 06-2021 2.LTT- Spain 3) Short term joint staff training activities 02-2022 3.LTT- Portugal 4) Short term joint staff training activities 06-2022 4. LTT in Turkey 5) Short term joint staff training activities 12-2020 5.LTT in Italy Each LTT includes the following steps: 1. Train-the-trainer course for the 4-week curriculum prepared by the host school. 2. GRC observes the process and assesses the target audience suitability. 3. If necessary, the GRC may propose revisions. 4. Partner schools may propose revisions based on own criteria. 5. The design of the educational program takes its final form. METHODS TO BE USED IN THE PROJECT * Train-The-Trainer Courses * Introductory and Informational Activities * Student Trainings * Parent Information Sessions and Requesting Parental Consent RESULTS AND LONG-TERM BENEFITS * Increase in the motivation of students with special needs through an innovative program in inclusive education (thus reducing absenteeism) * As the students benefit from the program, this will also improve the motivation of the parents, and their relationship with the school. * Students with special needs will experience a program that not only supports them academically, but also supports their psychosocial development. * Social acceptance areas of students with special needs will expand in peer and teacher groups. * Participating teachers will be able to observe good examples of international standards. * An alternative education program where students with special needs can benefit not only academically, but also psychosocially will be tried, and the results will be reported. * The positive and beneficial parts of the results will support the awareness for the needs of the special needs students among the teachers, the administrators and their peers.
By applying our project, our long-term goals are; * Increasing the school motivation of students with special needs with innovative programs in inclusive education (contribution to the fight against absenteeism) * Increasing the school relations and motivation of parents with activities that will directly benefit the students. * Ensuring that students with special needs experience programs that support their psycho-social development as well as academic support. * Ensuring that the social acceptance areas of special needs students in the school environment are expanded in peer and teacher groups * Participating teachers have the chance to observe good practices at international level. * Experimenting alternative education programs where students with special needs can benefit not only academically but also psycho-socially and directly observing the results. * The positive and beneficial parts of the results were aimed to diversify and raise awareness of the practices on the basis of teachers, administration and students for students with special needs in the school environment.
There are five different schools in our project under the coordination of Büyükçekmece Guidance and Research Center. In all of these schools, students with special needs who are included in integration practices also receive education. These students are also the first target group in the project. Teaching plans, peer relations, etc. encountered in mainstreaming practices. There are technical and relational problems. One of the primary purposes of inclusion practices is to ensure social cohesion. In order for inclusive education to achieve its purpose, other students and teachers should also have knowledge and awareness about the process. Our project goals are to offer an innovative education program that also supports the psycho-social development of individuals with special needs, to make the social acceptance areas of individuals with special needs more qualified and wider, to increase the motivation of students and parents towards school (preventing absenteeism), and to cooperate with all students and teachers in schools. is to support school administrators at the point of awareness about the needs and support of individuals with special needs.